Standard 4

Human Resource Leadership




School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.








4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning communtiy.
Coursework

• Aspiring Leader Self-Assessments

• High School Developmental Project
• Internship Project / Problem of Practice
• Distinguished Leadership in Practice assignments:
• High School Turnaround Case Study
• Weekly Internship Logs
• Middle School Developmental Project
• Upper Elementary School Developmental Project
• Facilitative Leadership & Crucial Conversations reflection
• Formal Teacher Evaluations
• Clinical Supervision Assignment
• Pre-K / Early Elementary Developmental Project

Specialized Training

• Schooling by Design
• School Visits: KIPP Gaston, AB Combs, Bertie Middle School
• Facilitative Leadership
• Teacher Evaluation Instrument
• Various Conferences

- Community Schools Learning Lab, Seattle, WA
- Add others here …


Related Readings

• Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
• Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
• Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
• Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
• Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
• Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
• Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
• 90-90-90 Article
• Tipping Point

4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Coursework

• Aspiring Leader Self-Assessments
• Internship Project / Problem of Practice
• (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
• Distinguished Leadership in Practice assignments:
• High School Turnaround Case Study
• Weekly Internship Logs
• Formal Teacher Evaluations
• Facilitative Leadership & Crucial Conversations reflection
• Clinical Supervision Assignment
• (Potential artifacts: video of conference, teacher evaluation rubric, reflection pape

Specialized Training

• Understanding by Design
• Schooling by Design
• School Visits: KIPP Gaston, AB Combs, Bertie Middle School
• Llano Grande Digital Storytelling Workshop
• Facilitative Leadership
• Crucial Conversations
• Teacher Evaluation Instrument
• Conflict Resolution
• Various Conferences

- Community Schools Learning Lab, Seattle, WA
- Add others here ...

Related Readings

• Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
• Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
• Senge, P. M. (1994). The Fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
• Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.
• Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
• Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
• Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
• Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
• Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
• Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
• Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
• Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
• Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
• Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
• Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
• Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
• Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
• Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
• Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
• Tipping Point
• 90-90-90 Article

4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student acievement.

Activities:
Coursework

• Aspiring Leader Self-Assessments
• High School Developmental Project
• Distinguished Leadership in Practice assignments:
• Weekly Internship Logs
• Formal Teacher Evaluations
• Middle School Developmental Project
• Fall 2011 Assessment Day: - Video reflection on school culture

- Triad role plays re: teacher interactions
- Action plan for teacher

• Upper Elementary School Developmental Project
• Facilitative Leadership & Crucial Conversations reflection
• Clinical Supervision Assignment
• (Potential artifacts: video of conference, teacher evaluation rubric, reflection paper)
• Pre-K / Early Elementary Developmental Project

Specialized Trainings

• Data Day: EVAAS, ACRE, Metametrics, NC WISE
• Literacy
• Common Core Overview (the one we had on mock interview day)
• Understanding by Design
• Schooling by Design
• Mathematics Common Core Trajectories
• Assistments
• Facilitative Leadership
• Crucial Conversations
• Teacher Evaluation Instrument
• DPI Special Education Day
• Conflict Resolution

Related Reading

• Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
• Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
• Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
• Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
• Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
• Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
• Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
• Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
• Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
• Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
• Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
• Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
• Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
• Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux.
• Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
• Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
• Eller, J., & Eller, S. (2010). Working with and evaluating difficult school employees. Thousand Oaks, Calif: Corwin.
• Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
• Wood, C. (2007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
• Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
• Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD.
• Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
• Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W.W. Norton & Company.
• Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
• Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone.
• 90-90-90 Article
• Tipping Point
• Ruby Payne RTI
• Why Reading by 3rd Grade Matters
• Creating the Opportunity to Learn
• North Carolina General Statutes, Chapter 115